title: Motivational predictors of coping with academic examination.
abstract: The present study focused on the motivational predictors of coping with academic examination through the test of the contribution of self-determination for academic studies and achievement goals. Coping strategies, academic motivation and achievement goals were assessed among 199 undergraduate students. Regression analysis revealed that problem-focused coping is positively predicted by identified regulation and negatively by amotivation, whereas emotion-focused coping is positively predicted by introjected regulation and amotivation. Mastery approach goals contributed positively to problem-focused coping. Identified regulation and mastery approach goals made a unique positive contribution to problem-focused coping, and amotivation was negatively related. Students' coping actions may vary according to both the reasons why they engage in academic studies and the goals they pursue in this setting.
authors.affiliation: University of Paris-Sud 11, Laboratory of Psychology of the Physical Practices (JE 2494), Orsay, France. julie.doron@gmail.com
authors.forename: Julie
authors.initials: J
authors.lastname: Doron
authors.forename: Yannick
authors.initials: Y
authors.lastname: Stephan
authors.forename: Christophe
authors.initials: C
authors.lastname: Maiano
authors.forename: Christine
authors.initials: C
authors.lastname: Le Scanff
mesh_terms: D000124:Achievement; D000223:Adaptation, Psychological; D000293:Adolescent; D000328:Adult; D004521:Educational Measurement; D005260:Female; D006040:Goals; D006801:Humans; D007389:Internal-External Control; D008297:Male; D009042:Motivation; D010555:Personality Inventory / Q000706:statistics & numerical data; D011594:Psychometrics; D013334:Students / Q000523:psychology; D055815:Young Adult